Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/11852
Título : Estrategia de evaluación de competencias que vincula prácticas contextualizadas con el modelo educativo crítico, desde una metodología participativa en tres programas de pregrado de la Universidad Cooperativa de Colombia
Autor : Caballero Caballero, Jackeline
Gómez Díaz, Martha Patricia
Guerrero García, Avigdor Roberto
Tejada Rivera, Nidia María
metadata.dc.subject.*: Currículo
Educación basada en competencias
Enfoque por competencias
Evaluación por competencias
Universidad Cooperativa de Colombia
Fecha de publicación : 2019
Editorial : Universidad de Antioquia
Citación : Caballero, J., Gómez, M., Guerrero, A. & Tejada, N. (2019). Estrategia de evaluación de competencias que vincula prácticas contextualizadas con el modelo educativo crítico, desde una metodología participativa en tres programas de pregrado de la Universidad Cooperativa de Colombia (Tesis de Maestría). Universidad de Antioquia, Medellín.
Resumen : In 2017 the Universidad Cooperativa de Colombia (UCC) adopted the Critical Educational Model with a Competency Approach (MECEC). This curricular reform implies changing the way of teaching and evaluating at UCC. This work sought to answer the question: How to design the competency assessment strategy that links contextualized practices with the critical educational model, from a participatory methodology in three undergraduate programs at Universidad Cooperativa de Colombia? The objective of this work was to design a competency assessment strategy consistent with the MECEC. The research team was composed by two professors of Nursing, one of Law and one of Veterinary Medicine and Zootechnics (MVZ). The research work was developed under the critical - social paradigm, under a participatory research approach, oriented to formative research, with the methodology of the research workshop, with a target population of selected by convenience of 29 teachers of Law, Nursing and Veterinary and Zootecnics for the interview and four course programs for the documentary analysis. In both cases the appropriation of the Educational Model was investigated, and everything was compiled in a teaching narrative. The results showed that regarding the understanding and insight of the MECEC, there is a diversity in the answers which denotes that there is still a process to be fulfilled. And in terms of the evaluation of competences, although the teachers use a variety of evaluation techniques, there is still no clarity in the purpose of the same with reference to the MECEC. As a result and based on some theoretical referents and on the findings of the documentary analysis and the interview, some guidelines for the design of evaluation strategies in the course programs are proposed.
Aparece en las colecciones: Maestrías en Educación

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